• 재활복지
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• 제22권2호
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• pp.83-102
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• 2018

본 연구는 정신장애인의 자기 낙인과 자존감, 삶의 질과의 관계를 살펴보고, 자기 낙인과 다양한 삶의 질 영역과의 관계에서 자존감의 매개효과를 분석하기 위해, D와 K지역에 위치한 정신건강복지시설을 이용하는 정신장애인 254명을 통해 자료를 수집하였다. 수집된 자료는 SPSS 19.0을 활용하여 분석하였으며, 분석결과, 자기 낙인과 자존감, 삶의 질은 유의한 부적관계가, 자존감과 삶의 질은 유의한 정적관계가 있는 것으로 확인되었다. 또한, 자기 낙인과 삶의 질 하위영역과의 관계에서 자존감의 매개효과를 분석한 결과, 자존감은 자기 낙인과 삶의 질의 신체적, 심리적, 환경적 영역과의 관계에서 유의한 부분매개효과를 가지는 것으로 나타났다. 한편, 자기 낙인과 삶의 질 사회관계 영역과의 관계에서 자존감은 통계적으로 유의한 완전매개효과를 가지는 것으로 나타나, 정신장애인의 자기 낙인이 삶의 질에 미치는 부정적 효과를 저하시키는데 자존감이 매우 중요한 역할을 담당하는 것을 확인할 수 있었다. 이러한 연구결과를 근거로 정신장애에 관한 사회적 편견과 차별의 감소를 위한 개입뿐 만 아니라 정신장애인의 스스로 장애에 관한 부정적 인식의 전환과 자존감 증진을 위한 프로그램개발의 필요성 및 향후 연구를 위한 방향을 제시하였다.

• 대한통합의학회지
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• 제11권2호
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• pp.197-206
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• 2023

Purpose : Establishing transcultural self-efficacy is crucial to providing quality nursing care in various clinical settings and adapting to changing roles in different situations. The purpose of this study is to explore the degree of professional identity, satisfaction with clinical practice, and transcultural self-efficacy, as well as the factors influencing transcultural self-efficacy among nursing students, and to provide basic data to increase transcultural self-efficacy. Methods : The study utilized questionnaires that include general characteristics, transcultural self-efficacy, professional identity, and satisfaction of clinical practice for nursing students. This research involved 178 nursing students in G city. The data collected from September 12, 2022 to September 22, 2022. The study was analyzed using the SPSS 23.0 program. The correlation among professional identity, satisfaction of clinical practice, and transcultural self-efficacy was analyzed by Pearson's correlation coefficients, and it was analyzed using multiple regression to figure out factors influencing transcultural self-efficacy. Results : The transcultural self-efficacy score was above the middle level and differed according to the transcultural self-efficacy was showed significantly positive correlation with academic grade (F=6.57, p<.001), having foreign friends (t=-2.34, p=.015), interpersonal relations (F=5.74, p=.001). Transcultural self-efficacy was a significant positive correlation with professional identity (r=.59, p<.001), satisfaction of clinical practice (r=.68, p<.001). As a result of regression analysis, it was confirmed that satisfaction of clinical practice (ß=.42, p<.001) and professional identity (ß=.31, p<.001) were factors that influence nursing students' transcultural self-efficacy ; this model could explain 60 %. Conclusion : Satisfaction with clinical practice and professional identity are the main factors influencing transcultural self-efficacy among nursing students. Nursing students are encouraged to develop transcultural self-efficacy by focusing on improving their satisfaction with clinical practice and professional identity. Further research is required to determine the various factors affecting transcultural self-efficacy among nursing students.

• 대한간호학회지
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• 제28권3호
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• pp.751-759
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• 1998

The study of the validity test on the self-monitoring scale for nurses In this study, both the literary survey as well as empirical research has been executed to test the validity of the scales that measure the construct of the self-monitoring scale. The self-monitoring scale could not be classified into five factors as Snyder suggested. Many other scholars (Briggs, Cheek and Buss, 1980) suggested 3 different classifications which was accepted by Snyder and Gangestad (1986). John, Cheek and Klohnen(1996) claimed a two-factor classification. As has been discussed, factor analysis is used to prove convergent validity within the factor and discriminant validity between the factors. However, depending on the researchers, many variations in classification of the factors were found and a lack of content and discriminant validity were found in the previous research findings. It is also important to note that Snyder's self-monitoring scale did not factor-load at over. 30 for all 25 items, regardless of how many factors could be classified. According to findings of this study, the self-monitoring scale neither classified as five, three or two factors nor factor loaded as hypothesized. It is also clear that Snyder's self-monitoring scale lacks convergent validity as the sub-factors of the scale failed to prove its uni-dimensionality. The A self-monit oring scale not only fail to overcome the problems of Snyder's self-monitori ng scale but even lost the attractiveness of the self-monitoring scale. In this study it was also found that the A self-monitoring scale was not classified in either in a two or three-factor classification as hypothesized. It is, of course, not desirable to use any scale that lacks convergent and discriminant validity even though it has been widely used and has held a great deal of influence on the field of social psychology. To overcome the shortcomings of Snyder's self-monitoring scale, Lennox and Wolfe(1984) suggested 13 items. This study was dedicated to test the validity and reliability of the scale, in which we found that the data presented in validity as the two factors were class ified and loaded as expected. Reliability was also proven by checking Cronbach's α for each factor and for the total items. In addition, a confirmatory factor analysis was executed for the 13 items using LISREL 8.12 program to confirm convergent validity in a two-factor classification. The model was fitting and sound : however, the self-monitoring scale was unfitted and not validated. Thus, it is recommended to use not the original nor the abbreviated self-monitoring scale but the 13 items in future studies. It should also be noted that items 7 and 13 should be removed to obtain better uni-dimensionality for the 13 items. These items loaded at over. 30, too high for the two factors in the test results of Factor analysis. In addition, it is necessary to double-check the cause of two-hold loading at over .30 for the two factors. It could be a problem caused by data or by the scale itself. Therefore, additional studies should follow to better clarify this matter.

• 영재교육연구
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• 제10권2호
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• pp.87-108
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• 2000

This study analyzes the factors influencing self-esteem of the gifted children. The factors are divided into the environmental ones and innate ones. The purposes of this study is presented as follows. 1) To analyze the environmental factors influencing self-esteem of the gifted children (1) whether the education period affects self-esteem of the gifted children? (2) what influences do the manners of parental child-rearing behavior make? (3) what influences do peer relationships make on self-esteem of the gifted children? 2) To analyze the innate factors influencing self-esteem of the gifted children (1) does the gender make a difference to self-esteem of the gifted children? (2) does the level of intelligence make a difference to self-esteem of the gifted children? (3) what influences does the locus of control make on the self-esteem of the gifted children? To solve these questions 120 gifted children were selected, who were taking a special education program at C Korea Academy of Gifted Education located at Yangjae-dong Seocho-gu. They were 1st to 3rd grades at elementary school. We used Hare Self-Esteem Scale developed by Bruce R. Hare in 1985, the Index of Peer Relations developed by Hudson in 1986, and Nowicki & Strickland Locus of Control Scale developed by Nowicki and Strickland in 1973. At the other hand the nursing behaviors of 120 mothers of the gifted, were also investigated, based on the Korean Maternal Behavior Inventory, developed by Sungyeon Park in 1989 with some modifications. For statistical analysis we adopted SPSS, a computer software, and calaulated the coefficient of internal appropriateness and the frequencies and percentages of general aspects of the cases. We analysed the factors influencing the self-esteem of the gifted children by way of Pearson's product moment correlation coefficient, t-test, ANOVA, and multiple regression analysis and Duncan for ex-post-facto approval. The results of this study can be summarized as follows. 1) Influences of the environmental factors on the self-esteem of the gifted children: (1) The duration of education period had a significant effect on the self-esteem; the longer the duration were, the higher self-esteem they possessed. (2) Of parental child-rearing behaviors, active involvement had positive influence on the self-esteem; on the contrary, authoritarian control and overprotection had negative influences on the self-esteem. (3) An acceptable peer relationship had a positive influence on the self-esteem of the gifted children. 2) Influences of individual innate characteristics on the self-esteem of the gifted children: (1) The gender made no difference on the self-esteem of the gifted. (2) The intelligence did not have a statistically significant effect on the self-esteem of the gifted. (3) When the locus of control was external, the self-esteem of the gifted tended to be low.

• Journal of Korean Biological Nursing Science
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• 제14권2호
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• pp.77-83
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• 2012

Purpose: The purpose of this study was to identify the self image according to body mass index in middle school students. Methods: The study included 260 students. Self image was measured using structured questionnaires. Statistical analysis was performed using t-test, ANOVA, Scheffe's test and multiple regression analysis. Results: The proportions of under weight, normal weight, and overweight were 36.1%, 53.9%, 10.0% respectively. Also, the mean of the self image score was 4.0. The score of self image was significantly higher in the normal weight group than the over weight group or the under weight group. This trend was also consistent in multiple regression. The score of self image was lower in high school grades, low perceived record, under-weight and over-weight. Conclusion: This study shows that many students are under weight. The score of self image was related with body image. So, level of obesity in each student should also be considered, to elevate the self image.

• Human Ecology Research
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• 제58권2호
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• pp.163-176
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• 2020

Longitudinal studies have shown mixed findings on the association between body image dissatisfaction and self-esteem among adolescents. This study examined the longitudinal, reciprocal influences between body image dissatisfaction and self-esteem among Korean pre- and early adolescents by using nationally representative longitudinal panel data from the Korean Youth Panel Study (KYPS). Analyses based on 2,230 participants indicated that girls' body image dissatisfaction was significantly higher than boys'. The trajectory of body image dissatisfaction increased sharply during pre- and early adolescence, but stabilized afterwards for both boys and girls. Self-esteem deteriorated rapidly initially, but began to recover as adolescent girls and boys matured. Structural equation modeling showed that reciprocal influences between body image dissatisfaction and self-esteem were detected for boys. Body image dissatisfaction among girls predicted self-esteem during the entire period, while the opposite direction from self-esteem to body image dissatisfaction emerged two years later. The present study found that, during pre- and early adolescence, body image dissatisfaction and self-esteem develop in a circular fashion by forming a vicious cycle. Implications for the development of intervention and prevention programs are discussed in consideration of age and gender.

• 대한간호학회지
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• 제15권3호
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• pp.31-38
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• 1985

This study attempted to measure self-disclosure changes of nurses a result of human relations training. The study population consisted of 49 nurses in Seoul. The instrument used in this study was the Self-disclosure questionnaire developed by Jourard in 1958, was designed to measure verbalized aspects of self-disclosure defined as a voluntary act of revealing personal data about oneself including beliefs, values, feelings and perceptions to another person. The SDG instrument is devided into six areas: attitude, taste and interest, personality, money, work and body. The main findings were summarized as follows: 1. After training, the subjects disclosed more than before. 2. Subjects tended to very the amount of self-disclosure with respect to the category of information to which an item about the self belonged. Two clusters of aspects emerged, a high disclosure cluster including Attitude, Tastes and Interests, Personality and Work, and a low disclosure cluster comprised of Money and Body. 3. Before and after training, there was significant difference in the self-disclosure to the peer nurses. Subjects showed the highest self-disclosure to friend, with lesser amounts to patient. 4. Charge and head nurses showed the highest differences in self-disclosure resulting from human relations training.

• Child Health Nursing Research
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• 제16권3호
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• pp.230-238
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• 2010

Purpose: The purpose of this study was to examine gender differences in self-competence, social anxiety and depression in upper level primary school children. Methods: In this cross-sectional study, data were collected from 180 students in grades 5 or 6 (83 boys and 97 girls). The instruments used for this study were a self-report questionnaire, the Self-Perception Profile for Children, the Revised Social Anxiety Scales for Children (SASC-R) and a Depression Instrument. For data analysis, descriptive statistics, t-test, Pearson correlation coefficients, and stepwise multiple regression were used with the SPSS/PC ver 12.0 program. Results: The only gender difference was in depression and girls reported more depression than boys. Social competence showed significantly negative correlations with depression and social anxiety. Gender differences were found in self competence in the prediction of depression and social anxiety. Conclusion: The results of this study indicate that there are gender differences in self competence which influence depression and social anxiety. Thus, enhancing self-competence could prevent social anxiety and depression in children but, differences in gender should be considered when developing programs to enhance self-competence.

• 한국지역사회생활과학회지
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• 제20권2호
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• pp.291-305
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• 2009

The purpose of this study was to examine how the career maturity of high school students was affected directly or indirectly by psychological separation from their mothers and through the mediation of self-concept. The subjects in this study were 496 juniors from regular high school in the city of Daegu, who included 243 boys and 253 girls. The measurements of this study were a career-maturity inventory, psychological separation inventory (PSI), and self-concept scale. The major findings of this study were as follows: First, career maturity had significantly positive correlation to conflictual independence from mothers for them. Second, as for the influence of psychological separation, and self-concept on career maturity, three variables, including competence self-concept, home self-concept, attitudinal independence from mothers, classroom self-concept, had significantly explanation of career maturity. Third, as a result of making a path analysis of the impact of psychological separation from mothers on career maturity through the medium of self-concept, conflictual independence gave a direct impact only, and its indirect effect was insignificant. The attitudinal independence showed both direct and indirect influences, for mothers had a significantly indirect impact only.

• Human Ecology Research
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• 제55권6호
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• pp.625-635
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• 2017

This study examined the mediating effect of self-concept on the relationship of peer victimization and social anxiety in middle school students. Study participants consisted of 235 (122 boys and 113 girls) first to third graders from three middle schools located in Seoul and Gyung-gi province. The School Violence Experience Scale and the Self-Concept Scale were used to measure research variables in the Korean version of Social Anxiety Scale for adolescents. Descriptive statistics and Pearson's correlation coefficients were calculated to examine the general tendency of study variables. In addition, structural equation modeling(SEM) was used to examine the mediating model. The study results were as follows. First, the level of peer victimization of the middle school students decreased the self-concept level; in addition, the self-concept level had a significant negative effect on the social anxiety level. Second, the self-concept level fully mediated the peer victimization and social anxiety relationship. In conclusion, a higher peer victimization level resulted in a lower self-concept level, that produced a higher social anxiety level in middle school students. The results suggested that implementing effective interventions to prevent peer victimization and encouraging a positive self-concept in middle school students would make a significant contribution to reducing social anxiety.